The Effects of Non-Digital Game-Based Learning and

Cognitive Level of Questions on Isometric Transformations

Shamsurya Hamden Hamid1, Norehan Zulkiply2*, Fitri Suraya Mohamad3

1,2,3
Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak,
94300 Kota Samarahan, Sarawak, Malaysia.
shazary@[Link]
znorehan@[Link]
mfitri@[Link]
*Corresponding Author

[Link]

Received: 2 July 2021

Accepted: 3 January 2022
Date Published: 31 January 2022
Published: 31 January 2022

Abstract: The present study examined the effects of the non-digital game-based instructional method
and the cognitive level of questions in determining students’ achievement in mathematics, particularly
in Isometric Transformation. The study used a quasi-experimental design and involved 116 participants
(i.e., form two students) from two local secondary schools in Kuching. The participants were divided
into control and experimental groups – the control group learned the Isometric Transformation topic
via conventional learning, while the experimental group used non-digital game-based learning
(NDGBL). The results showed that participants who learned using the NDGBL scored better in the
Isometric Transformation test than those who learned the topic using the conventional instructional
method. The present findings also showed that participants’ achievement of Isometric Transformation
differed significantly between cognitive levels of questions. In particular, participants’ achievements
were recorded better for lower-level cognitive questions than higher-level cognitive questions.
However, there was no significant interaction effect between the instructional method and the cognitive
levels of questions on participants’ achievement in the topic learned. The study provided empirical
evidence on the role of NDGBL in learning Isometric Transformation, in that it should be considered
as an alternative approach for learning Isometric Transformation and Mathematics in general, with an
effective integration into the secondary mathematics curriculum.

Keywords: Game-Based Learning, Conventional Learning, Isometric Transformations, Students’

Achievement, Thinking Skills

1. Introduction

One of the essential topics of Mathematics covered in the primary and secondary school national
curriculum is Isometric Transformation, which comprises translation, reflection and rotation. Isometric
Transformation is a vital topic in Mathematics that should be taught in schools at all levels (Aktas &
Unlu, 2017; Division of Curriculum Development, 2016; Edwards, 2003; National Council of Teachers
of Mathematics, 2000). Mastering Isometric Transformation allows students to understand other
important mathematical concepts such as functions and congruence (Hollebrands, 2003). According to
Febrian and Perdana (2018), a conventional learning method used by teachers, such as directly
introducing to students the concept of transformation without relating to everyday life phenomena,
makes it difficult for students to build their understanding. Using this conventional learning method,
both teachers and students need a longer time to draw the diagrams using geometric tools to show the
relatively complex transformation process (Noto et al., 2019). For example, Luneta’s (2015) study of
the analysis of a thousand transcripts of mathematical answers of twelfth-grade (17 years) students in
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Africa found that the conceptual understanding involving translation, reflection, and rotation is still
feeble. Focussing on effective learning, Luneta (2015) associated this situation with the learning
strategies used in the classroom.
Recognising the importance of Isometric Transformation has led researchers to further examine
the effectiveness of various instructional methods to learn Isometric Transformation (Bordewyk, 2016;
Febrian & Perdana, 2018; Leong & Lim-Teo, 2003; Mashingaidze, 2012). Akay (2011) emphasised the
role of active learning in learning transformation geometry. In particular, Akay (2011) observed that
peer learning or collaborative learning, which involves meaningful interaction among students, was
helpful in enhancing students’ understanding of the concept of transformation geometry. It is also
argued that using specific software to learn the Isometric Transformation topic can promote active
learning, hence improving students’ motivation and performance compared with using a conventional
learning method (Guven, 2012; Li, 2017). Akgul (2014) observed that participants’ learning of
geometry transformation using interactive GeoGebra activities resulted in active and engaged student-
centred learning, hence improving their achievement in the Isometric Transformation topic. Chang and
Bhagat (2015) also observed the benefit of GeoGebra activities over a conventional instructional
method in improving students’ achievement in the Isometric Transformation topic, especially in finding
the angle of rotation and direction of objects. In another study, Mashingaidze (2012) used a graphical
approach to replace the algebraic approach in the learning of Isometric Transformation and found that
the algebraic approach made it difficult for the students to master the concept of Isometric
Transformation because it did not involve a practical-graphical approach. Further, Aliustaoglu and Tuna
(2018) observed that the students’ performance on Isometric Transformation was noticeably better
when taught using the 4MAT approach (four learning styles–imaginative, analytic, common-sense,
dynamic) than when the conventional learning method was utilised. They argued that the 4MAT
approach improved the retention of knowledge of Isometric Transformations. Previous findings
indicated that active learning seems to contribute toward better learning of Isometric Transformations.
Another alternative approach that has been recently considered by teachers and instructors in
creating active learning is the non-digital game-based learning (NDGBL) approach. The NDGBL
approach involves elements such as fun, exploration and active experience for advancing significant
learning through features such as test, interest, self-articulation, disclosure, prompt input, clear
objectives, player control, coordinated effort, rivalry, low reward and risk (Ke et al., 2015). A typical
NDGBL approach uses existing physical game models such as cards, dice, board games, or innovation
from the teachers themselves. In the NDGBL approach, solving problems or tasks during the game is
one form of reinforcement that gives the students freedom in planning strategies, and exploring and
finding solutions without intervention from the teacher (Park & Lee, 2017). With more tasks or missions
completed by students in a game, the more likely skills are to be mastered by students. The NDGBL
approach gives a clear presentation of specific processes and activities involving a task whereby these
processes and activities will be performed manually by the player, thus giving them the exposure to
how things are done in the real world (Radzi et al., 2017). The NDGBL approach encourages students’
critical thinking and provides an opportunity for teachers and students to discuss how to improve the
game in terms of rules and ways of playing to add elements of fun, challenge and competition (Hromek
& Roffey, 2009). In contrast, conventional learning uses the ‘chalk and talk’ approach whereby the
teacher delivers the content and students are later asked to analyse information in the textbook while
doing drill activities as reinforcement (Nair et al., 2014).
Comparing digital game-based learning (DGBL) and NDGBL, Fang et al.’s study (2016) found
significant differences between digital and traditional board games. It was reported that traditional
Monopoly board games became the students’ choice and was seen to be able to improve social
interaction between students, compared to Monopoly games in digital form. According to Fang et al.
(2016), students felt more familiar, sympathetic, and satisfied when playing Monopoly board traditional
games. Rahutami et al. (2019) further indicated that direct contact (visual, speech, body) in NDGBL
affects the player more than just speech/audio contact in DGBL. Hence, in terms of considering societal
factors, critical thinking, cooperation, communication and respect for opponents, NDGBL was better
than DGBL (Rahutami et al., 2019). In general, the findings from past studies found that NDGBL
improved performance by providing a more enjoyable and active learning environment. Apart from
creating an engaging learning environment, a well-planned NDGBL approach can improve interaction
skills, teamwork, investigative skills, information evaluation and decision making (Chung et al., 2017).

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Past studies have been conducted to study the role of the NDGBL approach in various subjects
such as English grammar (Cesur, 2019), biology (Ramly et al., 2017), chemistry (Bankole, 2016) and
accounting (Junaidah et al., 2016), and the benefits of NDGBL have been confirmed in those studies.
In the context of Mathematics learning, several studies have also been conducted to investigate the
effectiveness of NDGBL for learning various topics/subtopics in Mathematics, such as algebra (Michael
& Anugwo, 2016), geometric shapes (Chung et al., 2017), geometry lines (Busadee & Klieosinak,
2016), numbers (Elofsson et al., 2016; Scalise et al., 2020), and measurement of angles (Vitoria &
Ariska, 2020). Specifically, the NDGBL method was found to introduce a fun and meaningful learning
process which enhanced the high school students’ interest, participation and achievement in learning
geometry lines in Busadee and Klieosinak’s (2016) study (e.g., using cards to learn basic geometry) and
in learning geometry shapes in Chung et al.’s study (2017) (using board games). Vitoria and Ariska
(2020) found that the primary school students’ understanding of the measurement of angles for two-
dimensional shapes was better when using the NDGBL approach compared to the conventional
instructional method. In particular, the NDGBL group (who learned using ‘snake and ladder’ board
games) showed improvement in their attention, interaction, and performance over the three learning
sessions. It is argued that the nature of the game that allowed for students to work in a small group and
compete against each other cultivated collaboration and communication through group discussions; for
example, to ensure that all group members understood how to use the protractor correctly to measure
angles. As far as the Isometric Transformation topic is concerned, several past studies have investigated
the learning of the topic using various instructional methods. However, no previous research has
focused on NDGBL.
To develop students’ understanding of Isometric Transformation, it is suggested that the students
are allowed to engage in daily assignments that emphasize the concepts of translation, reflection, and
rotation (Panorkou & Maloney, 2015). This practice may be difficult to implement in conventional
teacher-centred learning. For example, the study of Akgul (2014) and Guven (2012) found that
conventional learning with a paper-pencil environment (copying and writing notes) does not allow
students to observe object transformation changes and does not provide meaningful learning
experiences to students. Furthermore, conventional learning that emphasizes repetition, practice, and
routine methods in achieving learning goals is insufficient to master the concepts in Isometric
Transformation. Aktas and Unlu (2017), studied eighth-grade students in Turkey and found that
students faced problems in understanding the concepts of translation, reflection, and rotation when
using a conventional instructional method. For example, in solving rotation problems, students were
observed to have a difficulty in finding the rotation angle and the direction of rotation because they
were unable to visually imagine the rotated object. The findings from Aktas and Unlu’s study
highlighted the need for students to be exposed to physical activities which can provide them a more
precise visual picture to help them master the concepts in Isometric Transformation. Furthermore, their
study also suggested that an instructional method which uses teaching aids such as physical
materials/tools or software was more helpful in attracting students and helping them to achieve the
conceptual understanding of Isometric Transformation. Considering the findings of previous studies on
the difficulty of have in mastering the topic of Isometric Transformation (Edwards, 2003; Hollebrands,
2003, Luneta, 2015), it is necessary to investigate the effectiveness of NDGBL on the achievement of
Isometric Transformation. Furthermore, to date, there are no empirical studies that have reported the
effectiveness of NDGBL over a conventional learning method in improving student performance in
Isometric Transformation. Consequently, the present study focused on the NDBGL instructional
method. It is hypothesized that the use of non-digital games will make students more motivated to learn
(Plass et al., 2015) besides increasing interest, creativity and knowledge in mathematics (Nasir et al.,
2020).
Learning the concept of Isometric Transformation is essential for students to analyse and
synthesise in problem-solving (Mashingaidze, 2012). In Isometric Transformation, lower-level
cognitive questions involve determining image coordinates for translation, reflection and rotation. In
contrast, higher-level cognitive questions involve determining the centre of a circle and combining two
transformations. According to Gulkilik et al. (2015), students could solve problems involving
translation using their understanding of the concept of translation through a conventional learning
method. However, when more complex reflection and rotation problems are involved, students’ ability
to apply higher cognitive domains is required. Gulkilik et al.’s (2015) idea is in accordance with the

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findings from Abdul Wahab et al.’s (2016) study, which found that the level of students’ cognitive
ability in solving rotation problems is still low. Moreover, a conventional learning method in Isometric
Transformation learning that adopted a drill solution by demonstrating methods and algorithms did not
improve students’ mastery of the topic (Abdullah & Zakaria, 2013). The emphasis on the cognitive
levels of questions (lower and higher-level questions) especially in the topic of Isometric
Transformation is important in testing students’ mastery of the topic. For example, in the context of
Malaysian education, Isometric Transformation is one of the mandatory topics tested in secondary
schools’ public examinations such as the Form Three Assessment and the Malaysian Certificate of
Education.
Several past studies have found a significant difference between high-performing and low-
performing students in solving mathematics’ high-level questions (Abdullah et al., 2019; Tanujaya et
al., 2017). It was observed that students who could solve high cognitive level problems were also likely
to be able to interpret questions and answer the high-level questions correctly (Abdullah et al., 2019;
Tanujaya et al., 2017). Generally, students who can solve the high-level questions of Isometric
Transformation are capable of answering the lower-level cognitive questions as well and therefore tend
to have better achievements than those who are only able to solve lower-level cognitive questions
(Abdullah et al., 2019). For example, in the Isometric Transformation topic, the questions that involved
determining coordinates’ images after translation or reflection were questions at the level of
understanding and application (lower-level cognitive questions), while questions that involved
determining the centre and angle of rotation and constructing an image of a transformation were more
complicated and involved analysing and evaluating (higher-level cognitive questions) (Xistouri et al.,
2014). However, to date, no studies have been conducted to examine the effect of the cognitive level of
questions on the students’ achievement of Isometric Transformation.
With all the findings documented in past studies looking at the difficulty of learning Isometric
Transformation using conventional learning methods and the benefits of the NDGBL instructional
method, examining the effect of the NDGBL approach on student achievement is worthy of further
exploration. In addition, this study also investigated the effect of the cognitive level of questions on
students’ performance and the importance of students’ ability to perform both lower and higher order
thinking to help them answer the questions at different cognitive levels, particularly in Isometric
Transformation. Specifically, this study aimed to examine how the NDGBL approach could facilitate
the learning of Isometric Transformation in students when compared to a conventional instructional
method. In addition, this study sought to determine whether significant differences in students’
achievement in the topic of Isometric Transformation existed between the different cognitive levels of
questions (high cognitive level intended to explain the impact of the NDGBL approach) and to ensure
that readers, especially educators and students, know well which approach can promote a better learning
experience. The followings research questions drive the study:

1. Are students’ achievements in learning Isometric Transformation different between groups of

students using the non-digital game-based learning (NDGBL) method and those using a conventional
learning method?
2. What is the students’ achievement in Isometric Transformation based on the cognitive levels
of the questions?
3. What is the interaction effect between the instructional method (NDGBL vs. conventional) and
the cognitive levels of the questions on students’ achievement in Isometric Transformation?

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2. Methodology

2.1 Research Design

This study used a quasi-experimental design involving two groups of students (control and
experimental groups). This study was conducted during school hours using classrooms with existing
enrolled students.

2.2 Participants

One hundred and sixteen (116) Form Two (14 years old) students at two national secondary
schools in Kuching district, Sarawak, were recruited as participants of this study. Specifically, the
participants involved in this study followed the Mathematics learning process in Malay Language. This
study did not include those who participated in the Dual Language Programme (DLP) because the
percentage of the DLP students was only 15-25% of the overall Form Two students in each school.
Homogeneity tests using the latest mathematics examination scores were conducted to ensure that all
participants’ samples were equivalent in terms of mathematical achievement before the study was
conducted. Furthermore, all the participants had not yet learned the topic of Isometric Transformation.
In this study, 58 participants from the first school (School A) became the control group (used the
conventional learning method), while 58 participants from the second school (School B) became the
experimental group (used the non-digital game-based instructional method, NDGBL). In this way, the
interaction between the control and experimental groups was able to be controlled, thus improving the
study’s validity.

2.3 Materials

This section discusses the materials used in the present study, which were i) Isometric
Transformation Achievement Test (used in the test phase), ii) Control group’s learning materials
(Textbook and Worksheets 1–6—used in the study phase), and iii) Experimental group’s learning
materials (Transformation Checkers (TC) game and Worksheets 1–6—used in the study phase).
Specifically, the control group used examples and descriptions in the textbook, while the experimental
group used the TC board as an intervention. In addition, both groups were given the same worksheets
(Worksheets 1- 6). All the learning materials used in the present study (both in the study and test phases)
were in line with the learning objectives of Isometric Transformation concerning the concepts of
translation, reflection and rotation. All materials were evaluated and validated by a panel of experts
consisting of four members—a School Improvement Specialist Coaches (SISC+) officer and three
Mathematics teachers with more than 15 years of experience teaching Mathematics. During the study
phase, the subject teachers for both groups were provided with a daily lesson plan as guidance and
reference throughout the learning of Isometric Transformation. This daily lesson plan was designed
according to the format and standards set by the Ministry of Education, Malaysia. The daily lesson plan
consisted of learning objectives appropriate to participants’ ability levels and contained activities to be
used during the teaching and learning process. During the test phase, all participants in both groups sat
for the Isometric Transformation Achievement Test to assess their current knowledge and
understanding of translation, reflection, and rotation concepts. The following is a detailed description
of the instruments used in the experiments.

2.3.1 Isometric Transformation Achievement Test (ITAT)

The Isometric Transformation Achievement Test (ITAT) was constructed for the study which
included questions from all sub-topics in Isometric Transformation, namely Translation, Reflection and
Rotation. Specifically, all the questions in the ITAT were taken from the following sources—textbooks,
training modules, Form Three Assessment (PT3) test questions, and Malaysian Certificate of Education
(SPM). The questions were also set at various cognitive levels (low cognitive level, 15 marks and high
cognitive level, 15 marks). The total marks for the ITAT were 30. Table 1 shows the ITAT

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specifications used to construct the test questions. The ITAT consisted of two sections: A and B. Section
A consisted of ten multiple-choice questions, and section B consisted of six structural questions.

Table 1. Isometric Transformation Achievement Test (ITAT) Specification Table

Section Cognitive Level Item Number Marks

Remembering (lower-level) 1, 2 2
A Understanding (lower-level) 3, 4 2
Multiple Choice Questions Applying (lower-level)) 5, 6 2
Analysing (higher-level) 7, 8 2
Evaluating (higher-level) 9, 10 2
Remembering (lower-level) 11 3
Understanding (lower-level) 12 2
B Applying (lower-level) 13 4
Structured Questions Analysing (higher-level) 14 4
Evaluating (higher-level) 15 4
Creating (higher-level) 16 3

The questions were appropriate for the participants’ level of study, and in line with the standard
of the national exams. In particular, for Section A (multiple-choice question), emphasis was given on
the lower-level cognitive questions so as to follow the format of the questions for Isometric
Transformation in the SPM test paper 1, whereby it only tests the topic of Isometric Transformation at
the lower secondary level). The ITAT test questions and format were checked for validity and reliability
by experts with a Mathematics background. The time allowed for the participants to answer the ITAT
questions was 45 minutes. Analysis on the ITAT in this study showed a Cronbach’s Alpha = 0.73, with
Difficulty Index = 0.47 and Discrimination Index = 0.52. The range of acceptable item difficulty indices
was 0.30 to 0.80, and discrimination indices over 0.40 indicated that the constructed items were
appropriate and acceptable (McCowan & McCowan, 1999).

2.3.2 The Learning Materials for the Control Group (Textbook and Worksheet 1-6)

Isometric Transformation was taught conventionally using a mathematics textbook as the main
reference material in the control group. Teachers used examples and exercises found in textbooks as
learning activities in the classroom. Most of the questions in the textbook are in the form of direct
questions that do not include problems that we face in daily life. Thus, these questions often require
relatively rigid work steps and limited solution steps. The worksheets (Worksheet 1 to 6) consisted of
lower-level cognitive questions and higher order thinking questions to be completed individually or in
groups, according to the activity on the daily lesson plan as shown in Table 2. Specifically, worksheets
1 to 6 contained a total of 40 questions regarding translation (Sheets 1 and 2), reflection (Sheets 3 and
4), and rotation (Sheets 5 and 6).

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Table 2. Tasks and Cognitive Levels for each Worksheet (Worksheets 1-6)

Worksheet Task Cognitive Level

Number
1 State, draw and identify image after translation. Remembering
Understanding

2 State the coordinates of the image. Applying

Expresses the motion of an object in the form of a translational Analysing
vector

3 Draw the image and the axis of reflection. Applying

4 Describe the reflection of a pair of points Analysing

Evaluating

5 State the rotation of an image Applying

6 Determine the coordinates after rotation Analysing

Draw an image after a combination of two transformations Evaluating

2.3.3 Learning Materials for the Experimental group (TC Game and Worksheet 1-6)

The experimental group learned the topic of Isometric Transformation using a board, card and
dice game called Transformation Checkers (TC). The TC game was developed for the study, and had
the following features:

a) It does not involve high costs,

b) Easily produced by teachers and students,
c) Concise, easy to store and carry,
d) It can be played in a short time and is fun,
e) Able to involve many participants in the gameplay,
f) Has a high competition factor, and
g) Involves the concepts of translation, reflection and rotation.

According to Prastika and Purnama (2013), the game of checkers is both a defensive and an
offensive game, like chess. The model took the idea of a traditional checkers game that the researcher
wholly modified to fit the learning of Isometric Transformation, and involves translation, reflection and
rotation. As shown in Figure 1, the TC game consists of a board, a die, forty pieces of transformation
cards, one ‘L’ ruler and two checkers and can be played in pairs or by up to four people in a group. The
participants are provided with a sheet of paper to write the coordinates of movement. The winner of this
game is the player who arrives first in the opponent’s Victory area. In addition, the winner of each set
is rewarded in the form of a badge affixed to the player’s clothing. However, if the checkers come out
of the restricted area, then the checkers must return to the starting point. The transformation card
contains various translation, reflection, and rotation commands randomly distributed in even and odd
transformation card boxes. Twenty transformation cards were distributed in each box.

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Fig.1 Transformation Checker Board

Transformation cards contain a combination of instructions and questions at varying levels of

difficulty to test students’ thinking skills. The instructions and questions in this game were more geared
towards everyday life situations and required students to interpret and analyse the information before
solving a given problem. The difficulty level of the instruction is determined entirely by the content of
the card taken. Players can draw two cards at once for higher skill levels and use both commands or
select one card only. This is applicable when the player uses their application skills and analyses his
checkers’ movement to achieve the game’s goal. Nevertheless, at the same time, players will not move
their checkers as much as they would like as they would be cautious going into the restricted area. For
example, after learning the basic translation concepts, teachers could use this game to reinforce
participants’ understanding of translation concepts using the translation cards. Two participants sit
opposite each other, while two more participants sit along the edge of the game board, acting as game
referees. The referee ensures that all checkers move according to the instructions on the transformation
card. The game begins by rolling the die to determine who should start the game and thus draw a
transformation card. The student who gets the highest number starts the game. Then, the player rolls
the dice again and draws a transformation card according to the number on the dice. If the number is an
even number, the player will draw a card in the even number box and vice versa, if the number is odd.
The steps of the game repeat until one of the players successfully reaches the opponent’s Victory area.
At the end of the first game, the two participants who acted as referees will become players, while the
first two players will take positions as referees. The game can last up to several sets according to the
time set by the teacher in the teaching plan.
After the game activities in each learning session, the teacher would distribute Worksheets 1-6
to all participants. These worksheets included additional questions that followed the examination format
and were arranged according to difficulty levels in line with the skills learned in class to make it easier
for teachers to know to what extent the learning objectives have been achieved. The control and
experimental groups were given the same worksheets to ensure that only the learning approach
differentiated the treatment between the two groups.

2.4 Procedure

Before the study was conducted, applications to conduct the study were obtained in advance from
the Ministry of Education Malaysia, the State Education Office and the principals of the schools
involved in the study. The selection for the schools involved in the pilot study and the actual study was
based on the equivalence of Form Two participants’ performance in mathematics obtained from the
School Examination Analysis System (SAPS). A briefing session was given to the school principals to
describe the study methodology purpose, process, and procedure. In addition, briefing sessions and

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training were given to the teachers involved in the study to explain the implementation and use of
research instruments, such as daily lesson plans and worksheets used in the teaching sessions, as it helps
ensure consistency in terms of instructions delivered to the participants. Teachers who taught the
experimental group were also given training and guidance on the rules and procedures of
Transformation Checker (TC) game, and its use in the classroom. All four mathematics teachers
involved in this study have more than 15 years of experience in teaching mathematics.
During the study phase, the control group were taught the concepts of translation, reflection
and rotation using a conventional instructional method (discussion of examples in the textbook, drill
activities, ‘chalk and talk’), while the experimental group used TC games as intervention activities.
Unlike conventional learning activities, participants did not have to copy every example and exercise
found in the textbook because, through this game, each movement of the checkers represented the
solution of the transformation question problem. After the explanation of the theory by the respective
class teachers, participants in the conventional group completed the exercises in a textbook or on the
whiteboard either individually or in groups, while the experimental group was introduced to the TC
game and applied it in the classroom. As the game progressed, participants discussed and exchanged
ideas in groups while at the same time competed to win sets in the game. The lesson plan provided for
teachers ensured that the independent variables (instructional method) were controlled in each teaching
and learning session and were in line with the learning objectives.
The duration of the study was four weeks. Five meetings were arranged, with each meeting
taking one hour according to the class schedule of the mathematics subject set by the school. Thus, the
implementation period of the study did not take too long to avoid the influence of external factors such
as training and additional classes, discussions among peers and teachers, as well as access to other
sources of information that can affect the internal validity of the study and achievement (Salleh &
Shaari, 2009). Then, in the test phase, both groups were given 45 minutes to complete the Isometric
Transformation Achievement Test to test their level of mastery in the concepts of translation, reflection
and rotation.

3. Result and Discussion

The data were analysed using a two-way independent ANOVA. Findings showed that the main
effect of the instructional method on the achievement of Isometric Transformation of participants was
significant, F(1,114) = 4.421, p = .037. The achievement of the NDGBL group (M = 14.828, SD =
4.160) for the topic of Isometric Transformation was better than the conventional group (M = 12.948,
SD = 5.388) as shown in Table 3.

Table 3. Mean and Standard Deviation of Isometric Transformation Achievement Test for Both
methods.

Group Mean Standard Deviation

Control (Conventional) 12.948 5.388
Experiment (NDGBL) 14.828 4.160

The result showed that using the NDGBL approach is perceived to provide higher benefit and
effectiveness to participants’ performance in the Isometric Transformation topic than using the
conventional learning method. In particular, this finding could be due to the nature of the NDGBL,
being that it was more fun and engaging, allowing the participants (players) to compete in the game and
the challenges it introduced, hence facilitating better learning of Isometric Transformation. Through
NDGBL, the participants were more motivated to engage and compete in learning and have the
opportunity to try something out of the ordinary in a game context. As documented in past studies,
factors such as fun and play experience can maximize participants’ engagement in the classroom
compared to conventional learning methods (Chen, 2014; Michael & Anugwo, 2016). In addition,
NDGBL can create meaningful learning by providing challenges, curiosity, self-expression, discovery,
immediate feedback, clear goals, player control, collaboration, competition, rewards and low risk of
failure to players (Ke et al., 2015). The seriousness shown by the players in achieving the goals of the
game indirectly generates the creativity and critical thinking of the players. While playing, participants

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who feel they can win will be more likely to continue playing despite increasingly challenging
assignments or levels (Palmer, 2016). The participants become more focused and pay full attention
while playing because of the game’s features that require them to think critically in completing the
game tasks. Compared with DGBL and conventional learning methods, the TC game offers participants
more opportunities to freely interact, and exchange ideas and opinions directly, as well as allows other
participants to help their friends solve a problem. This is because the game rules in NDGBL, as in the
TC game, are more transparent than those used in a typical DGBL scenario, thus increasing the element
of fun among participants when playing (Berland, 2011). Moreover, the face-to-face interaction
between the participants in this NDGBL activity allowed them to better recognize friends’ interactions
by noting body gestures and facial expressions (Radzi et al., 2017). In this TC game, the two participants
who acted as referees could indirectly give immediate feedback if the player made a mistake. For
example, when solving a translation problem, a player who mistakenly moved his checkers because the
player did not understand the question would be guided by the referee or the opponent. In addition,
creativity and problem-solving skills can be nurtured when there are problems and obstacles
encountered throughout the game.
Both methods involved the participants in attempting several questions while learning the
Isometric Transformation topic. Specifically, the TC game involved the use of the transformation cards
whereby the cards provided several instructions and questions that the participants were required to
follow and answer respectively, as they played the game. As the questions asked about real-word
transformation problems, this indirectly encouraged the higher order thinking skills since the
participants had to analyse and synthesise the given problem. Learning the topic of Isometric
Transformation via conventional learning also required the participants to answer some questions from
the textbook throughout their learning process; however, the questions from the textbook were limited
to asking the participants to do direct transformation, hence, exposing them to less opportunity to
perform higher order thinking. (Figure 2 shows a comparison of sample questions in a textbook and
questions on the transformation cards). It is important to note here that both groups were also asked to
complete the same worksheets consisting of several questions, giving both groups the same
opportunities for additional exercise.

Textbook Questions Transformation Card Instructions/Questions

Translation
You are looking for your lost pair
Object A (-2, 1) undergoes the translation of shoes. To find the shoe, you
3
( ). Determine the coordinates of object A. must move three steps to the right
2 and then up by two steps.

Reflection

Construct an image for the object below under a

reflection in the line PQ. A mirror is placed parallel to the
vertical axis, two steps from your
left. Where is the position of your
image behind the mirror?

Rotation
Now, it is 6 o’clock. After 15
Determine the coordinates of the image of point minutes, the clock shows your new
A (−3, 2) under a rotation of 90° clockwise at O position from the point of origin.
origin.
Where is your current position?

Fig. 2: Sample questions from a textbook and from instructions on a Transformation Card.

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In conventional learning, it was difficult for the participants to imagine the movement of a point
undergoing a transformation. Moreover, students were passive and were not required to apply
knowledge while solving problems compared to the NDGBL approach, wherein they had to solve
challenges using the skills they had learned (Wang & Zheng, 2020). The static object displayed in the
figure was not sufficient to aid their understanding of the concepts of translation, reflection and rotation.
In Isometric Transformation, participants need to perform their transformation movements visually and
physically simultaneously to get a more meaningful learning experience. Exposure to physical and
visual activities while playing gave students an advantage in better knowledge retention (Muhamad et
al., 2018) than memorising facts and drilling solutions via the conventional learning method. Thus,
students’ potential can be enhanced through games in education (Hery, 2018). For example, in solving
a problem involving “the rotation of a point at an angle of 90o clockwise at the origin”, participants had
difficulty imagining the rotation visually, only on paper, coupled with a grid on the confusing Cartesian
plane. However, through the TC game, participants used play tools such as “L” rulers and checkers that
could be physically moved and thus, participants could see how the points were rotated. This was
intended to provide real and best experience to participants in performing the transformation solution
process on the TC board. Several past studies have also reported the effectiveness of the NDGBL
method in mathematics learning, such as improved achievement in students’ understanding of the
concept of polynomial operations (Barros et al., 2019), the concept of algebra (Andini & Yunianta,
2018; Galarza, 2019; Michael & Anugwo, 2016), geometric concepts (Chung et al., 2017; Pratama &
Setyaningrum, 2018) and mathematical creativity (Park & Lee, 2017).
The study also revealed that the main effect of different cognitive levels of questions on the
achievement of Isometric Transformation is significant, F (1,114) = 140.97, p = <.001. This result
suggests that the cognitive level of the question affects participants’ achievement regardless of the
instructional method used. In this study, the distribution of marks for lower-level cognitive questions
and higher-level cognitive questions is the same, and the results show that participants’ performance is
better for lower-level cognitive questions (M = 8.681, SD = 2.727) than higher-level cognitive questions
(M = 5.207, SD = 3.069), as shown in Table 4. The result shows that participants’ mastery of higher-
level cognitive questions is still at a low level. This finding is in line with the results of a study by Azis
(2013), who studied the level of mastery of solving high-level mathematics problems of 100 form four
students and found that students’ mastery of higher-level cognitive questions was still low.

Table 4. Mean and Standard Deviation of Isometric Transformation Test Scores

Mean Standard Deviation

Lower-level Total 8.681 2.727
cognitive questions
Higher-level Total 5.207 3.069
cognitive questions

Participants’ ability to solve low-level cognitive questions for remembering, understanding and
applying was better probably due to several factors. Among them, the lower-level cognitive questions
were mainly in Section A (6 multiple choice questions), and Section B (3 structured questions) that
tested the levels of remembering, understanding and applying. Participants did not have to show
complicated working steps compared to higher-level cognitive questions. Figure 3 shows an example
of the lower-level cognitive questions and its solutions.

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Question Explanation
In Diagram 12(a), P’ is the image of P under a Based on the participants’ understanding of
translation. In the box given, state the translation, the participant moves a point on the
𝑎 object P to the same point on the image P’
translation in the form of ( ).
𝑏 starting from the horizontal movement (to the
left, -6) followed by the vertical movement
(downward, -3).

Diagram 12(a)
−6
Answer : ( ).
−3

Fig. 3. Example of lower-level cognitive question and answer descriptions.

In alignment with findings by Darmawan and Lynch (2018), the probability of students
answering lower-level cognitive questions correctly is high. This situation is in contrast with
participants’ ability to solve higher-level cognitive questions, which required them to translate the skills
learned into new situations that involved the ability to think while solving a problem. As shown in the
solution of the lower level question problem in Figure 3, it can be concluded that students know that
translation is a concept of substitution and does not change the appearance and direction of an object
(Aktas & Unlu, 2017). Thus, based on the skill of comparing the appearance of objects, participants
were able to answer the question correctly. This situation contrasts with participants’ ability to solve
higher-level cognitive questions, which required participants to translate the skills learned into new
situations that involved the ability to think while solving a problem. In Figure 4, a description of how
participants translate the skills acquired during the play experience is applied in solving the higher order
question problem.
However, as seen in Table 5, the interaction effect between the cognitive level of the question
and the instructional method (NDGBL vs conventional) in the achievement of Isometric Transformation
was found to not be significant, F(1,114) = .070, p = .791, indicating that the interaction of both
cognitive level and instructional method did not significantly affect participants’ achievement in
Isometric Transformation. Nevertheless, mean scores for the lower-level cognitive questions for the
experimental group (NDGBL) were slightly higher (M = 9.19, SD = 2.36) than the mean scores for the
control group (conventional learning method) (M = 8.17, SD = 2.99). Similar results were also shown
for higher-level cognitive questions where the experimental group obtained a higher mean (M = 5.64,
SD = 2.81) compared to the control group (M = 4.78, SD = 3.27). This result could be explained by the
nature of the instructions and questions asked while learning using the NDGBL method (i.e., the TC
game) and conventional learning method. As noted earlier, the transformation cards used the TC game
which incorporated several instructions and questions that posed real-world problems, which may have
resulted in the participants doing slightly better in answering the higher-level cognitive questions. In
contrast, the conventional learning method used the questions in the textbook that asked direct
questions, which do not promote higher order thinking as much as in the NDGBL. As for the
performance for the lower-level cognitive questions, the increased opportunities the participants had in
engaging in higher order thinking while playing the TC game may have given them the additional
advantage that resulted in doing slightly better than the conventional group, and this is in line with what
has been argued by Abdullah (2019).

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Question Explanation
Diagram 15 shows heptagon In this question, participants’ analytical and
P’Q’R’S’T’U’V’ is the image of heptagon evaluative skills are required in problem solving.
PQRSTUV under a rotation. Participants need to look at the shape pattern of the
object and interpret it to determine the direction of
rotation. In conventional learning, it may be difficult
for participants to imagine how rotation is
performed; however, based on participants’
experience of playing NDGBL or TC games in this
study, and participants can determine the rotation
and angle of rotation using the ‘L’ ruler in the game.
Using a regular ruler instead of an ‘L’ ruler during
the test, participants applied an ‘L’ ruler through a
regular ruler to obtain angles and points of rotation.

Diagram 15
State:
a) the angle and direction of the
rotation.
b) coordinate of the centre of rotation
Answer :
a) Angle of rotation = 90o
Direction = Clockwise
b) (0, -1)

Fig. 4. Example of higher-level cognitive question and answer descriptions.

Table 5. Mean and Standard Deviation of Instructional method and Cognitive Level of Questions.

Approach Mean Standard Deviation

Lower-level Conventional 8.172 2.986
cognitive questions NDGBL 9.190 2.358

Higher-level Conventional 4.776 3.272

cognitive questions NDGBL 5.638 2.814

4. Conclusion

In the context of the instructional method, the findings of present study highlight the role of
NDGBL in enhancing participants’ learning of the Isometric Transformation topic. In particular, this
study used the Transformation Checkers (TC) game that involved cards, board games, dice and other
concrete materials which allowed for more engaging, fun, interactive and meaningful learning to occur
in the NDGBL group, resulting in better performance for that group than the conventional group.
Therefore, in terms of practical implications in schools, based on these findings, it is recommended that
teachers should consider NDGBL in the teaching and learning process, especially in improving the
understanding of Isometric Transformation in mathematics, which has been reported in previous studies
as difficult (Fife et al., 2019; Luneta, 2015).

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As mentioned earlier, there is no empirical evidence from previous studies regarding the
effectiveness of the NDGBL approach in the learning of Isometric Transformations (translation,
reflection and rotation) in mathematics. However, the challenge of mathematics learning that is
generally considered tedious and complicated may be overcome by using the NDGBL approach because
the NDGBL features encourage exploration, student engagement, and student motivation to learn. This
study also proves the effectiveness of the cognitive level of questions on students’ mathematical
achievement. The breakdown of lower-level cognitive questions and higher-level cognitive questions
scores in the study allows the researcher to identify students’ level of cognitive ability in solving the
questions according to the set cognitive level. According to the item specification table levels, these
findings allow teachers to formulate question breakdown ratios to measure student achievement.
One limitation of the present study would be the sample used; the participants were from two
local daily schools, that used the Malay Language medium to learn mathematics. Therefore, it is
recommended that further inquiry would involve a sample of Form Two students who follow the DLP
(Dual-Language Program); learning mathematics and science in English as well as a sample of students
from fully residential schools to determine if the same patterns of findings could be observed despite
the differences in students’ academic background and the language medium used in the teaching and
learning process. In addition, the roles of NDGBL could also be further examined in learning Isometric
Transformation at other levels of studies, and in other subjects.

5. Acknowledgment

We would like to thank the Ministry of Education Malaysia for supporting this research via the
HLP scholarship. We would also like to acknowledge Universiti Malaysia Sarawak for providing the
assistance that we needed to complete this research.

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